Overview and Background

Students in a physics/physical science/chemistry settings can explore the structural effects of different temperatures in the context of 3D printing. Knowing temperatures can affect the way the plastic melts through the extrusion nozzles, teachers can specify particular temperatures they would like students to test on a particular object, By creating a chart and comparing different temperatures to printing results, a classroom can arrive at a better understanding of not only thermodynamics, but also about 3D printing.

See attached handout for a sample lab assignment

Objectives

Students will be using an infrared temperature sensor to ensure that 3D printing temperatures for the 3D printer being used for the prints are consistent.

Students will be evaluating the differences in structural integrity and form for a specific 3D printed object that is printed at different temperatures (200C, 220C, 240*C)

Audiences

Grades (7-12)
Ages (12-18)
Skill Levels (all)

Subjects

Science, Physics, Physical Science, Chemistry, Intro. to Engineering

Skills Learned (Standards)

HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

Lesson Plan and Activity

Teacher will need to create groups of at 2 students (up to 6) and also have enough 3D printers to have these groups surround them to conduct the lab. Each printer should have its own handheld thermal IR sensor gun

Split up groups to designated 3D printers
Have students wait for you (the instructor) to start the first set of prints at 200*C
Have students observe and write down notes about the print quality and overall structural integrity of the print (ie: working/not working, layers are binding, filament looks burnt, etc.)
Test heat consistency of the 3D printing environment with the sensor gun periodically (every 3 minutes)
Allow print to cool before removing and evaluating it for overall quality.
Repeat steps 2-5 for the same print at 220C and 240C
Finalize all recorded data and sit down quietly at desks when finished.
Share data and debrief lab activity with the class.

Materials Needed

handheld thermal IR sensor guns (one per group)
enough 3D printers so that at least 4 groups can observe/record effects of a print at a designated temperature
*large enough lab space for groups of students to stand around the printers

Skills Learned

HS-PS1-5

Duration of Lesson

2 hour lab. -15 minutes to brief students on lab assignment -1.5 hours to record data and conduct observations -30 minutes to debrief lab and share data

References

http://www.nextgenscience.org/dci-arrangement/hs-ps1-matter-and-its-interactions - Next Generation Science Standards (NGSS)

https://filaments.ca/pages/temperature-guide - large table of relevant printing temperatures for different 3D printing materials

Rubric & Assessment

See attached rubric. No assessment required.

Handouts & Assets

See attached worksheet for the lab assignment.

Testing Different Temperatures with 3D Prints: Thermodynamics Project